PDF(Pubmed)
Abstract：
This study critically examined the impact of a crisis context (COVID-19 pandemic) on K-12 teachers by placing emphasis on the mentor-mentee dyad through the perspective of the mentee in a large United States public school system. A phenomenological case study was undertaken that used semi-structured interviews to examine 14 early career teachers (mentees) participating in a formal mentoring program during the 2020-2021 school year. The study focused on mentor-mentee relationships by accounting for the single most traumatic and transformative event of the modern era of K-12 public education. The analysis yielded three findings highlighting the impact of COVID-19 on the mentor-mentee dyadic experiences of first- and second-year teachers engaged in a mentoring relationship. The findings indicate that (a) e-mentoring allowed for avoidant behaviors from mentors (b) successful mentoring involves the development of personal relationships between a mentor and mentee, and (c) peer and reverse mentoring became commonplace during the COVID-19 pandemic. Public school systems can use these findings to help develop positive mentor and mentee relationships that go beyond the traditional dyadic roles and help reduce stress in a crisis context, while developing a culture where superiority bias is improved. Research implications offer mentoring literature a view to pay more attention to temporal influences during environments of high stress, which may provide more explanatory power on mentorship roles, cultural influences, and social interactions in the course of mentor-mentee practices.
摘要：
这项研究通过在美国大型公立学校系统中通过受训者的角度强调导师-受训者的二元结构，严格审查了危机背景（COVID-19大流行）对K-12教师的影响。进行了现象学案例研究，该研究使用半结构化访谈来检查在2020-2021学年期间参加正式指导计划的14名早期职业教师（受训者）。该研究通过考虑K-12公共教育现代时代最创伤和变革性事件，重点关注导师与受训者的关系。该分析得出了三个发现，强调了COVID-19对从事指导关系的一年级和二年级教师的导师-导师双元体验的影响。研究结果表明，（a）电子指导允许导师的回避行为（b）成功的指导涉及导师和受训者之间个人关系的发展，（c）在COVID-19大流行期间，同伴和反向指导变得司空见惯。公立学校系统可以利用这些发现来帮助发展积极的导师和受训者关系，超越传统的二元角色，并有助于在危机背景下减轻压力，同时发展一种优势偏见得到改善的文化。研究意义为指导文献提供了一种观点，即在高压力环境中更多地关注时间影响，这可能会对导师角色提供更多的解释力，文化影响,以及导师-导师实践过程中的社会互动。
